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Positive Behavioral
Intervention and Supports
Tier 2 Day 3 Training
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Interpersonal Engagement Motivation Study Skills
Classroom
Instruction
Academic
EnablersAcademic
Skills
Academic
Proficiency/
Mastery
Teaching and Learning Progression
Student Response to Instruction and Classroom Environment
Adapted from Diperna & Elliott, 2000; Elliott, DiPerna & Shapiro,
2001
Understanding the
essential link between the Common Core State Standards and direct
behavioral instruction.
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• Watch for power cords
• Keep belongings tidy to prevent trips
• Share ideas for support
Be Safe
• Disconnect to connect
• Listen during presentation time
• Question to clarify
• Use Parking Lot when appropriate
Be
Respectful
• Participate fully with your team
• Use team time to complete tasks
• Listen to learn
• Adhere to training agenda
Be
Engaged
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Date Content
Day 1 Solidify Tier I Practices
Classroom and TIPS Extension
Stop, Walk and Talk/Expect Respect—Bully Prevention
Navigating PBIS Assessment
Intervention Team Established
Communication System for Tier I and Tier II Teams
Day 2 Intervention Team Roles/Meeting Template
Identifying Students for Tier II
Menu of Tier II Interventions
Identifying Community Supports
Check In Check Out Introduction
Day 3 Synergy Reports
Proactive Intervention Checklists Developed
Check in Check Out Roles Identified
Check In Check Out Process
Check in Check Out Communication System
Day 4 Assess fidelity and outcomes in CICO
Decision Rules Established
Targeted Intervention Guide
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▪ PBIS Technical Assistance Center
▪ Co Directors: Dr. Rob Horner, University of
Oregon & Dr. George Sugai, University of
Connecticut
▪ Celeste Rossetto-Dickey, University of Oregon
▪ Dr. Chris Borgmeier, Portland State University
▪ Dr. Cindy Anderson, West Virginia University
▪ Jessica Swain-Bradway, Midwest PBIS Network
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▪ PBIS Tier 2 Binder
▪ Tier 2 Day 3 Packet
▪ EGUSD PBIS Website
▪ http://www.egusd.net/students-
families/wellness/
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Everyone stand up!
Please tell us your name and your
position at your site…and then,
please answer this question:
If you could travel anywhere in the world,
where would you go and why?
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Overview of Synergy Reports
Create proactive intervention checklist
Review and Solidify CICO Roles
Identify Students for CICO
Develop CICO Point Card
Solidify CICO Process and Procedures
Complete CICO Handbook
Complete CICO Communication System
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T I E R I
School-/Classroom-
Wide Interventions:All Students,
Staff, & Settings
Intensive Individualized Interventions:
Systems for Students with High-Risk Behavior
Continuum of Instructional & Positive
Behavior Support
Targeted Group Interventions:
Check In Check OutStrong Kids Curriculum
T I E R I I
T I E R I I I
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Review your Day 2
Action Plan (Doc 108)
Be prepared to share
your progress…
PBIS Tier II Action Plan
Tasks To Be Completed Completed? Who is
Responsible?
When
will it be
started?
When will it
be
completed?
When will we
evaluate it?
Day 2
Intervention Team Roles
Established
(TFI 2.2)
Team uses Intervention
Meeting Template
(TFI 2.2)
System for identifying
students needing Tier 2
interventions is in place
(TFI 2.3 & 2.4)
MTSS Focus of Concern
process is in place
(TFI 2.4)
Plan is developed to
communicate MTSS Form
process to staff
(TFI 2.4 & 2.9)
Plan is developed to
communicate request for
Community Resources to
community and staff
(TFI 2.4 & 2.9)
Team identifies community
resources for needed
interventions
(TFI 2.7)
Menu of Tier 2
Interventions is developed
for site
Review of EGUSD Website
and resources is completed
Provide overview of Tier 2
to school staff
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Location—Helps identify location of problem behavior
Time—Schoolwide times of day when most problem behavior
occurs
Behavior—Frequency of occurrence for each category of
problem behavior
Total Incident per Month—Shows totals of behaviors per
month for the purpose of comparison
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Proactive
Reactive
Students
provided
with support
to ensure
they can
perform the
expected
behavior.
Opportunity
to practice.
Clear
feedback.
Repeatedly
stating to
a student
what they
are doing
wrong.
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Have student sit near an appropriate peer model
Student in close proximity to staff
Reduce/minimize distractions
Predictable daily routine/visual schedule with changes discussed ahead of time
Classroom rules are simple, clear, and stated positively and reviewed on an ongoing basis
Build a rapport with the student (e.g. ask empathetic questions, find their interests,
encourage)
Incorporate student strengths/interests into learning
Build a history of academic success for the student
Offer structured choices
Use cues, prompts, and redirection
Modify/monitor nonacademic times
Allow short breaks between assignments
Provide student with opportunity for responsibility
Focus on the positive, ignoring behavior not drastically outside class limits
Teach new skills and replacement behaviors
Provide social reinforcers/positive reinforcement (e.g. praise)
Provide concrete reinforcement (e.g. stickers, prizes, tickets)
Utilize self-monitoring devices (e.g. stress ball)
Provide regular communication with parents/guardians
Request parent/guardian reinforcement for behavior
Implement individualized rules and behavior contract
Other: ______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Team: _________ Student: _________________________ ID#: ______________
Toby Johnson Response to Intervention (RTI) Model
Team/Classroom Interventions
We recognize that interdisciplinary teams provide the foundation to our RTI model. The team acts as the touchpoint to
services and resources available on campus that help students be successful. You are the most powerful advocate for
students to help provide strategies and support as we move through the RTI model.
In addition to an explicit and consistent classroom management plan that works in conjunction with our PBIS
framework, describe additional interventions in place within your classroom:
Rutter RTI Model Team/Classroom Interventions
Student Name ____________________ ID # _______________________
Teacher Name ____________________ Class _____________________ Period _______
In addition to an explicit and consistent classroom management plan that works in conjunction with our PBIS framework, describe additional interventions
in place within your classroom:
___ Have sit near an appropriate peer model (grouping, partners)
___ Students in close proximity to staff (strategic seating)
___ Reduce/Minimize distractions
___ Predictable daily routine/visual schedule with changes discussed ahead of time
___ Classroom rules are simple, clear, and stated positively and reviewed on an ongoing basis
___ Build a rapport with student (i.e. asks empathetic questions, find their interests, encourage)
___ Incorporate student strengths/interests into learning
___ Build opportunities for a history of academic success for the student
___ Offer structured choices
___ Use cues, prompts, and redirection
___ Modify/monitor nonacademic times
___ Allow short breaks between assignments
___ Provide student with opportunity for responsibility
___ Focus on the positive, ignoring behavior not drastically outside class limits
___ Teach new skills and replacement behaviors
___ Provide social reinforcement (prizes, tickets, 3R star cards)
___ Utilize self-monitoring devices (stress ball) ARE WE PURCHASING STRESS BALLS?
___ Provide regular communication with parents/guardians
___ Request parent/guardian reinforcement for behavior
___ Implement individualized rules and behavior contract
___ Other
Have I Explicitly Taught it? Have They Learned It?
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Guiding question Team task Use
What kind of proactive
intervention practices
currently exist on your
campus?
Create your own
site intervention
list.
Documents
302, 303 and
304
EGUSD
Samples
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How did this video impact you? Is there anyone you know
that you think might enjoy it?
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• More effective with students with
attention-maintained problem
behavior
(March & Horner, 2002; McIntosh, et. al., 2009, Campbell & Anderson,
2008)
• Effective across behavioral
functions
(Hawken, O’Neill, & MacLeod, 2011)
• Students who do not respond to
CICO benefit from function-
based, individualized
interventions
(Fairbanks, et. al., 2007, March & Horner, 2002; Macleod, Hawken, &
O’Neill, 2010)
Research on Check-In Check-Out (CICO)
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Organized to move towards a self-management system
• Increased options for making choices• Self-monitoring component is an evidence-based
behavior change tactic
Strategic acknowledgement for appropriate behavior
• Adult + peer attention delivered each target period• Adult attention (+ tangible) delivered at the end of each day
Increase in contingent feedback
• Feedback occurs more often• Feedback is tied to student behavior
• Inappropriate behavior is less likely to be ignored
Student is “set up for success”
• First contact each morning is positive• “Blow-out” days are pre-empted
• First contact each class period is positive
Improved Structure
• Prompts provided throughout the day• System for linking student to positive adult
• Student chooses to participate
Easy to Implement
• Can be applied in all school settings
Easy to Implement
Improved Structure
Set-up for success
Increased contingent feedback
Strategic Acknowl-edgement
Academics + Behavior Support
School + Home
Support
Self-Management
Links behavior + academic support
• For academic-based, escape-maintained problem behavior, incorporate academic support
Links school + home support
• Provides format for positive student/parent contact
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Morning Check-in
Regular Teacher
Feedback
Afternoon Check-Out
Parent Feedback
CICO Implemented
Student Recommended for CICO CICO Coordinator Summarizes Data
for Decision Making
Bi-weekly Meeting to Assess Student
Progress
Revise Program if needed
Exit Program
Morning Check-In
•Check student “status”
•Review home card
•Provide Daily Point Card
•Greet and provide positive start
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Morning Check-in
Regular Teacher
Feedback
Afternoon Check-Out
Parent Feedback
CICO Implemented
Student Recommended for CICO CICO Coordinator Summarizes Data
for Decision Making
Bi-weekly Meeting to Assess Student
Progress
Revise Program if needed
Exit Program
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Morning Check-in
Regular Teacher
Feedback
Afternoon Check-Out
Parent Feedback
CICO Implemented
Student Recommended for CICO CICO Coordinator Summarizes Data
for Decision Making
Bi-weekly Meeting to Assess Student
Progress
Revise Program if needed
Exit Program
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Morning Check-in
Regular Teacher
Feedback
Afternoon Check-Out
Parent Feedback
CICO Implemented
Student Recommended for CICO CICO Coordinator Summarizes Data
for Decision Making
Bi-weekly Meeting to Assess Student
Progress
Revise Program if needed
Exit Program
Home Check
•Student gives card to parent
•Parent gives praise/coaching
•Avoid negatives or punishment
•Parent signs card
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o PBIS Webpage:
▪ EGUSD home Students/Families Wellness Positive
Behavior Interventions and Support
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• Who attends the meetings?
• Commitment from all members
Intervention Team
• Attend intervention team meetings
• Maintain staff contact, trainingCoordinator
• CICO, meeting organization
• Data entry, graphsMentor
May or may not choose to combine these roles
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▪ Establish rapport with students
▪ Provide training to all students before they begin
CICO
▪ Coordinate check-in and check-out
▪ Possibly do check-in & check-outs
▪ Enter data daily (or weekly, at minimum) (or
monitor daily data entry)
▪ Organize and summarize student data for Tier 2
meetings
▪ Be the contact person for caregivers
▪ Process MTSS form with the Intervention Team, if
more services are needed
▪ Problem-solve if CICO is not successful
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Document all
procedures
Active
participation
from site
administration
Write
coordinator
duties into a job
description
Plan for back up
for the
coordinator
position
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• Who would be a good coordinator?
• What other duties/responsibilities will he/she
have?
• Do we need to adjust schedules/time/workload
for this person?
• How will we train the coordinator?
• Does the coordinator posses effective behavior
management skills?
• Who will be our back-up coordinator?
• What steps do we need to take to accomplish
this?
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Available at the start
and end of the day
Organized
Liked by Students
Positive
In the building
every dayEnthusiastic
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Consider these individuals to check in and out with students!
School custodian
School office staff
Teachers
Librarian Yard Duty
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Guiding question Team task Use
Who will fill the
CICO roles?
• Coordinator
• Mentor(s)
Identify individuals
for each role. Begin
completing the
CICO Planning
Guide.
CICO
Planning
Guide Part A
Document
305
Team Work Time
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How does your site determine referral to Tier 2/ Check In Check Out?• Students with 2-5 referrals?• This varies for grade level, school site
(Majors)
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Disruptive Talks out
UnpreparedTalks back to
teacher
Uses inappropriate
languageOff task
Tardy Defiant
Refuses to do work
Difficulty taking turns
Refuses to share
Out of seat
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Attendance Issues
Health room visits
Refusal to talk
Reluctance to socialize
Unresponsive in class
Alone during unstructured
times
Counselor visits
Need to use phone
frequently
These students may not receive office referrals, how will your team know that they may need additional support?
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George
• 17 referrals
• From multiple classrooms,
cafeteria, hall, and bus
• Disruption, defiance, fighting
• Caught with box opener
Emma
• 5 referrals
• From playground
• Defiance, inappropriate language
John
• 5 referrals
• 2 from classroom, 2
from hall, 1 from bus
• Disruption, defiance, tardy,
harassment
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Student behaviors which may need
other Interventions:
• Dangerous/Violent behavior
• Bringing a weapon to school
• Injuring or attempting to injure themselves
• Having a high number of referrals
• Referrals from only one setting, teacher, or time
• Students who find adult attention aversive, or try
to avoid it
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1. How will staff/families/students refer?
2. Where will the referral go?
3. How will we inform teachers of the
MTSS process?
4. What will we do if a student does not
appear to be a good fit for CICO?
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Data indicates at-risk
status based on data
Staff, Student or Family
requests assistance
OR
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Morning Check-in
Regular Teacher
Feedback
Afternoon Check-Out
Parent Feedback
CICO Implemented
CICO Coordinator Summarizes Data
for Decision Making
Bi-weekly Meeting to Assess Student
Progress
Revise Program if needed
Exit Program
Student Recommended for CICO
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Guiding question Use
Discuss the process for
your site’s “two
doors” of
identification and
referral:
(a)MTSS form
(b)Data
Tier 2 Action
Plan
MTSS Form
CICO
Planning
Guide Part B
(Document
305)What is your site’s
response time to a
Request for
Assistance?
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Make it your own!
Use a School name,
mascot, or motto:
▪ Sunshine Club
▪Hawk Report
▪HUG – Hello, Update,
Goodbye
Sunshine ClubHawk Report
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▪ CICO Daily Point Sheet requirements
▪ Standard for all students
▪ 3-5 school wide rules
▪ 3 point rating scale (0, 1, 2 or 1, 2, 3)
▪No more than 10 check in periods
▪ Keep it simple
▪Quick & easy for staff to complete
▪ Small (half sheet) and easy to carry around
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Comments:
1. Standard for all
students?
2. 3-5
expectations?
3. 3-point rating
scale?
4. No more than 10
check in periods
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Ellen Feickert Elementary
Check In Check Out
Daily Point Sheet
Name: ___________________ Date: ______________
Points Intervals % Goal: _______
0 1 2
Befo
re 1
st
Recess
Aft
er
Lunch
Befo
re
Dis
mis
sal
Domain
Totals
Domain
% Goal
Safe Hard time using
calming strategies
Okay time using
calming strategies
Great job using
calming strategies!
Respectful Hard time being
respectful to others
Okay time being
respectful to others
Great job being
respectful to others!
Responsible Hard time following
directions
Okay time following
directions
Great job following
directions!
Totals:
Teacher/Parent Comments:
_____________________________________________________________________________ _____________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________
Parent Signature: ________________________
Additional Point Descriptions:
0= Goal not met Hard time… Needs improvement… Needed many reminders…
1= Ok job… So-so… Needed a few reminders…
2= Excellent job… Met goal! Independently met goal
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▪ Vary rewards
▪ Less frequent check-ins
▪ Card looks similar to
other widely used card
(e.g. athletic eligibility)
CICO Point Card
(Same size, printed on same
color paper)
Athletics Eligibility
Progress Report
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Name:
Date: Block 1 Block 2 Block 3 Block 4
Safety 0 1 2 0 1 2 0 1 2 0 1 2
Organization 0 1 2 0 1 2 0 1 2 0 1 2
Achievement 0 1 2 0 1 2 0 1 2 0 1 2
Respect 0 1 2 0 1 2 0 1 2 0 1 2
Name:
Date:
Pencil
sharpened
Homework
completed
Raise hand to
talk
Be on time Keep hands
to self
1. Check in 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
2. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
3. Music on
MWF
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
4. PE on T
TH
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
5. Math 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
6. Lunch 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
7. Recess 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
8. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
9. Language
arts
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
10. Snack 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
11. Research
projects
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1. Standard for all
students?
2. 3-5 expectations?
3. 3-point rating
scale?
4. No more than 7
check in periods?
Example B
Example C
YES
NO
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Guiding question Team task Use
How will your daily
point cards be
formatted?
Develop Daily
Point Card
Continue working
on CICO
Implementation
Guide
Sample CICO
Point Cards
(306, 307,
308)
CICO
Planning
Guide Part C
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with
Positive Adult
Interaction
Checking In…
Checking Out...
Turning in Daily Progress Card….
Reward Students for::
Keep earning
points and
working toward
their goal!
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Rewards must be FEASIBLE, and
VALUED by the student.
We HAVE to follow through with
delivering the reward when we
say we will.
May need to start with daily
rewards for success, then fade to
building up points over time to
earn reward.
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Positive Adult Attention!! ☺
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REWARD OPPORTUNITIES
(Days at 80%)
∞ REWARDS ∞
2• Pencil• Lunch line pass
3
• Work quietly with peer on homework (during homework sessions only).
• School Lanyard• Help in classroom
5
• Lunch line pass with a friend• Computer time
10
• Friday popcorn• 30 min Activity time
Non-consecutive
days!
Document 309
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REWARD OPPORTUNITIES
(Days at 80%)
∞ REWARDS ∞
2• Capri Sun• Granola Bar
3
• Work quietly with peer on homework (during homework sessions only).
• School Lanyard• Pack of gum
5• Pop Corn with a friend and Academic Seminar teacher • Coffee card
7 • Choice to use class room computer for assignment
10 • Lunch with Academic Seminar teacher
14 • Two coffee cards
18 • School T-Shirt
23 • Lunch paid for by the school
30
• Reduced / free tickets to school sporting event, dance, etc.
• Pizza party for your Academic Seminar Class
Document
309
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Guiding question Team task Use
How will your
daily point cards be
used with your
acknowledgement
system?
Determine reinforcers
for students and staff
CICO
Planning
Guide –
Section D
Document
309
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Morning Check-in
Regular Teacher
Feedback
Afternoon Check-Out
Parent Feedback
CICO Implemented
Student Recommended for CICO
CICO Coordinator Summarizes Data
for Decision Making
Bi-weekly Meeting to Assess Student
Progress
Revise Program if needed
Exit Program
Prior to CICO Implementation
Initial Meeting/ Agreements
Clarify Roles & Responsibilities
Teach CICO processes
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Obtain parental permission
Obtain student agreement
Outline individual Roles and Responsibilities
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CICO Home Report Example
Name: _____________________ Date: _____________
______ I met my goal today ______ I had a hard day
One thing I did really well today was:_______________________
Something I will work on tomorrow is: _______________________
Comments:
Parent/Guardian Signature: ________________________________________________________Comments:
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Provide
Positive Focus & Encouragement
Review child’s daily report, provide
incentives
Do not punish child if they don’t meet their school
goal
Try to reduce “tough mornings”
before school
Encourage good effort and a fresh
start
Parent Support Strategies
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Teach program logistics
▪ Responsibilities: Student, Teacher,
Coordinator, Specialists, Parents
▪ Where & with Whom to Check-in &
Check-out
Teach Desired Behaviors
Teach Point Card & Rating
▪ What Behaviors = 0/1/2
▪ Role Play with student
▪ Have student role play as teacher & score
their own behavior
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Provides consistent information for all staff
Provides sustainability year to year
Reminds staff and families of the purpose
Can be revised as needed for improvement
Can be created in a variety of formats
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Coordinator/Mentors
•Facilitate a.m. & p.m. checks
•Get signed form from students, provide new form
•Maintain positive, constructive environment
•Acknowledge and share successes
Teachers
• Obtain form from student daily
• Monitor student behavior and mark card accurately
• Provide feedback to student in positive and constructive manner
Students
• Check in and out each day
• Give form to teacher
• Meet expectations
• Take form home for parents to sign daily, bring back to school each morning
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Intro to CICO
&
Request for
Assistance Form
(MTSS) process
EGUSD Website
CICO TabDescription of
CICO
• Why it is important
• Roles & Responsibilities
• Rating the Point Card
• Importance of being
positive
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Guiding question Team task Use
How will we communicate
with families about the
CICO program?
Phone call, Note home,
Text, Email?
Develop
communication
plans
CICO
Planning
Guide Part E
How will we train the
students?
Create documents
to put in your Site
CICO Handbook
Create Program
Overview
Document
CICO
Planning
Guide F
Sample CICO
Handbook
How will we orient our
staff? (include a guest
teacher component)
How will we explain our
program?
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Review and fill out Tier 2 Day 3 Action Plan PBIS Tier II Action Plan
Tasks To Be Completed Completed? Who is
Responsible?
When
will it be
started?
When will it
be
completed?
When will we
evaluate it?
Day 3
CICO Coordinator Identified
CICO Mentor(s) Identified
Staff and family commitment
for CICO
Student Identification process
established
Daily CICO Point Card
developed
CICO routines and procedures
are identified
Acknowledgement System for
CICO established
System created for family
communication
Morning, teacher and
afternoon check-ins and
check-out routines established
Process developed for training
students, staff and families
Substitute staff communication
established
Provide overview of CICO to
staff
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Date Content
Day 1 Solidify Tier I Practices
Classroom and TIPS Extension
Stop, Walk and Talk/Expect Respect—Bully Prevention
Navigating PBIS Assessment
Intervention Team Established
Communication System for Tier I and Tier II Teams
Day 2 Intervention Team Roles/Template
Identifying Students for Tier II
Tier II Interventions
Identifying Community Supports
Check In Check Out Introduction
Day 3 Check in Check Out Roles Identified
Check In Check Out Process
Check in Check Out Communication System
Day 4 Behavior Tracker Overview & Data Entry
Assess fidelity and outcomes in CICO
Decision Rules Established
Targeted Intervention Guide
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PBIS Coaches & Behavior Support Specialists
Elk Grove Unified School District PBIS
http://blogs.egusd.net/pbis/